Power Through Struggle in Introductory Statistics

Autin, Melanie; Bateiha, Summer; Marchionda, Hope

doi:10.1080/10511970.2013.820810

Cited by 4 publications

(4 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The authors believe that it could be beneficial to study the individual components of student attitudes toward statistics from the quantitative and the qualitative views to gain a better understanding of how to teach statistics more effectively. Given the nature of instruction in those two sections and the instructor's reflections that the nontraditional section could be improved upon based on what she learned (Autin, Bateiha, and Marchionda 2013), more research, similar to that described in this article, is needed to determine if teaching in a student-centered, active learning environment could further improve attitudes as they relate to statistics.…”

Section: Discussionmentioning

confidence: 96%

“…In a previous publication, the authors described some limitations to the way the student-centered course was taught (Autin, Bateiha, and Marchionda 2013). Since this was the instructor's first attempt at teaching in such a way, she experienced discomfort in teaching this course that she did not experience in the lecture class.…”

Section: Affect and Cognitive Competencementioning

confidence: 99%

See 1 more Smart Citation

Teaching Style and Attitudes: A Comparison of Two Collegiate Introductory Statistics Classes

Bateiha

Marchionda

Autin

2020

Journal of Statistics Education

Self Cite

View full text Add to dashboard Cite

Many students who enroll in introductory statistics courses do not have positive attitudes about the subject. A 2012 wide-ranging study by Schau and Emmioglu showed that student attitudes do not tend to improve after completing an introductory statistics course. However, there is a need for more studies about attitudes in introductory statistics courses that utilize reform teaching methods. In this article, we present findings about student attitudes toward statistics in both a teacher-centered lecture-based class and a studentcentered active learning class, taught by the same instructor. The overall results of this study were consistent with those reported in the study by Schau and Emmioglu. Although on an overall level, it seemed that attitudes did not change for both classes, when each attitude component was analyzed on a deeper level, from both a quantitative and a qualitative perspective, differences were found between the two classes for the components of Effort, Affect and Cognitive Competence, Interest, and Difficulty.

show abstract

Section: Discussionmentioning

confidence: 96%

Section: Affect and Cognitive Competencementioning

confidence: 99%

Teaching Style and Attitudes: A Comparison of Two Collegiate Introductory Statistics Classes

Bateiha

Marchionda

Autin

2020

Journal of Statistics Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, sharing the effectiveness of the activities does not have to be constrained to the beginning of the course. Autin et al (2013) used mid-semester test data and comparisons to sell the continued use of active learning to their students. They said to students:…”

Section: Explanation Strategiesmentioning

confidence: 99%

Instructor strategies to aid implementation of active learning: a systematic literature review

et al. 2021

View full text Add to dashboard Cite

Background Despite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is instructors’ concerns about students’ affective and behavioral responses to active learning, especially student resistance. Numerous education researchers have documented their use of active learning in STEM classrooms. However, there is no research yet that systematically analyzes these studies for strategies to aid implementation of active learning and address students’ affective and behavioral responses. In this paper, we conduct a systematic literature review and identify 29 journal articles and conference papers that researched active learning, affective and behavioral student responses, and recommended at least one strategy for implementing active learning. In this paper, we ask: (1) What are the characteristics of studies that examine affective and behavioral outcomes of active learning and provide instructor strategies? (2) What instructor strategies to aid implementation of active learning do the authors of these studies provide? Results In our review, we noted that most active learning activities involved in-class problem solving within a traditional lecture-based course (N = 21). We found mostly positive affective and behavioral outcomes for students’ self-reports of learning, participation in the activities, and course satisfaction (N = 23). From our analysis of the 29 studies, we identified eight strategies to aid implementation of active learning based on three categories. Explanation strategies included providing students with clarifications and reasons for using active learning. Facilitation strategies entailed working with students and ensuring that the activity functions as intended. Planning strategies involved working outside of the class to improve the active learning experience. Conclusion To increase the adoption of active learning and address students’ responses to active learning, this study provides strategies to support instructors. The eight strategies are listed with evidence from numerous studies within our review on affective and behavioral responses to active learning. Future work should examine instructor strategies and their connection with other affective outcomes, such as identity, interests, and emotions.

show abstract

“…Several studies have demonstrated that introducing active learning elements into research methods and statistics courses can improve student performance (Monson 2017; Ruggieri 2016; Wilson 2013). Although Garfield and Ben-Zvi (2007) question the generalizability of comparative studies on teaching and learning statistics, Autin, Bateiha, and Marchionda (2013) found no significant differences in achievement when comparing a lecture-based statistics course section to one featuring small group discussions.…”

Section: Review Of the Literaturementioning

confidence: 87%

Share, Show, and Tell: Group Discussion or Simulations Versus Lecture Teaching Strategies in a Research Methods Course

Linneman

2018

Teach Sociol

View full text Add to dashboard Cite

Impacts of incorporating active learning pedagogies into a lecture-based course were examined among 266 students across nine research methods course sections taught by one instructor at a large public university. Pedagogies evaluated include lecture only, lecture with small group discussions, and lecture with simulations. Although lecture-simulations sections outperformed lecture-only sections on one outcome measure, few performance differences appeared between lecture-only and alternative groups. Even when controlling eight variables potentially affecting performance, active learning components provided little measurable learning benefit. Student appraisals of instructor effectiveness were generally favorable, and students preferred the lecture-only format to the lecture-discussion format. Despite calls to reduce reliance on lecturing, these data suggest introducing active learning into lecture-based courses may not consistently enhance achievement. Perhaps discussions and simulations were too few or too short in duration to yield significant learning advantages. Course content and instructor style and experience likely confound effects of teaching methodology on achievement.

show abstract

Power Through Struggle in Introductory Statistics

Cited by 4 publications

References 1 publication

Teaching Style and Attitudes: A Comparison of Two Collegiate Introductory Statistics Classes

Teaching Style and Attitudes: A Comparison of Two Collegiate Introductory Statistics Classes

Instructor strategies to aid implementation of active learning: a systematic literature review

Share, Show, and Tell: Group Discussion or Simulations Versus Lecture Teaching Strategies in a Research Methods Course

Contact Info

Product

Resources

About